Health education

supplementary

Classroom

Aims.

To increase students’ interest in health matters and support their activities for protection and promotion of their health, personal and social development, protect of other people health and creation of healthy physical and social environment. To prepare of future teachers and pedagogues to implement health education at school and in other settings.

Content.

Health and its determinants as a key concepts in health education. Theoretical and methodological basis of health education: basic terminology, concepts, “miles stones” in its development; process of health education, active and interactive methods, cycle of experiental learning, school health education. Basic topics in health education (depending of students needs): taking care of own body, safety, nutrition and physical activity, selected aspects of psychosocial health and sexuality, prevention of risk behaviours and violence.

Aims:

1. To help students to gain basis knowledge and skills concerning concept and methodology in health education

2. To help students to get competencies necessary for:

- implementation of changes in their lifestyles and development oh behaviours supporting health

- planning, implementation and evaluation of health education in school.

Content:

Lectures

I. Health and its determinants as a key topics in health education:

- definitions and aspects of health, holistic approach to health,

- indicators of health – objective and subjective,

- responsibility for health, taking care of health,

- biomedical and biopsychosocial model of health, salutogenesis, sense of coherence,

- determinants of health – individuals and populations,

- healthy lifestyle and health behaviours.

II. Health education – theoretical and methodological basis:

- history, definitions, concepts, aims, approaches, stages; health education in different periods of life,

- planning, implementation and evaluation of health education in school,

- health education and health pedagogy and health promotion,

- relationship between health education and school’ prevention programme.

1. Health as positive category, biomedical and biopsychosocial models, health as a value and resources for individual and society; determinants of health.

2. Health behaviours, healthy life styles, theories which explain change of behaviours and their using in health education; health consciousness, take care for own health.

3. Concept and theoretical basis of health education – terminology (evolution), definitions, models.

4. Methodology of health education - planning (stages) and evaluation of process and outcomes; communication as a basis for teaching and learning.

5. Methodology of health education – methods and technics, role and competence of educators; conditions for communication and learning; traditional and modern didactic aids.

6. School health education – history, current situation in Poland; cross curriculum programme “education for health” – aims, implementation, strategy of school activity, barriers; new approaches in selected countries

7. Health education concerned on development of life skills (personal and social).

8. The health promoting school – concept and principles

Obligatory:

Woynarowska B.: Edukacja zdrowotna . Wydawnictwo Naukowe PWN, Warszawa 2010

Additional:

1. Dutkiewicz K., Konieczny T. : Wychowanie fizyczne w edukacji klas młodszych. Warszawa 2011

2. Kierczak U. : Koncepcja edukacji fizycznej. Zdrowie-sport-rekreacja. Wychowanie fizyczne w edukacji wczesnoszkolnej. Poradnik metodyczny. Kraków 2010

3. Rozporządzenie Ministra Edukacji Narodowej w sprawie podstawy programowej wychowania przedszkolnego oraz kształcenia ogólnego w poszczególnych typach szkół. Dz. U. 2009, nr 4, poz. 17.

4. Woynarowska B.: Jak tworzyłam szkołę promującą zdrowie. Warszawa 1995 s.14 -19

5. Demel M.: Pedagogika zdrowia [W]: Turos L.: Pedagogika ogólna i subdyscypliny. Wydaw. Akad. Żak, Warszawa 1999 s. 236 – 544

6. Brudnik E., Muszyńska A., Owczarska B.: Ja i mój uczeń pracujemy aktywnie Przewodnik po metodach aktywizujących wyd. II . Zakład Wydawniczy SFS, Kielce 2003

7. Woynarowska B. (red.): Edukacja zdrowotna. Poradnik dla nauczycieli wychowania fizycznego w gimnazjach i szkołach ponadgimnazjalnych. Wydawnictwo Pedagogiczne, ZNP, Kielce, 2012

I. Knowledge. Student:

1. Has basic knowledge concerning health’ concepts/models, protective and risk factors and taking care of own health.

2. Knows basic term, definitions, aims, topics and conditions necessary for effectiveness of health education, especial of children and adolescents.

3. Knows the process of planning and evaluation in health education.

4. Knows the basis of methodology of modern health education.

5. Knows the current status, organization of health education in school and kindergarten.

II. Skills. Student:

1. Searches information concerning health from credible sources.

2. Makes diagnosis of people’ needs in health education.

3. Is able to elaborate scenario of lesson using experiental cycle of learning, implement this scenario in the group of students and carry out process evaluation.

4. Uses in practice active methods of learning and among them project and portfolio.

5. Arranges proper conditions for health education lessons.

III. Social competences. Student:

1. Is convinced that health is the value for individuals and resources for society.

2. Understands own responsibility for own and others health.

3. Understands that can modelling health behaviour for his/her pupils and foster child.

4. Is open for changes in own lifestyles and develops personal and social skills supportive health during life span.

5. Understands that he/she is not an expert in health matters and can learn together with others.

6. Understands the need of being open, empathic and authentic as health educator.

Credits of seminars: no more than two absence, elaboration of scenario according to scheme, using active methods, implementation of this scenario during 45 minutes. Grades depends on assessment of facilitator and results of student’s evaluation.

Final credit with grade: presentation and “defend” of scenario and answer two questions with the list of questions given to students in the beginning of the course